1. BA (Hons) Primary Education Year Two Class Mentor SBT Briefing 2015-2016

2. Overview of today’s briefing Quick overview of the placement and it’s context Specific information on placement requirements for BA2 SBT – Observe, plan, teach and evaluate PE – SEN & Inclusion – 5 day focus – Assessment – Links with University unit assessments Your role What to do if you have concerns or if there is a problem Additional guidance for those mentors who are supporting a paired placement

3. Year 2 SBT Headlines 2 distinctly different placement experiences with the SEN/Inclusion experience/focus now incorporated within the main block placement KS3: 7 day visits carried out on Fridays - 7 th November to 18 th December ’15 – Students work with individual or small groups of Year 7 and/or 8 pupils on developing their reading skills. – Preparation for this will take place in Core English sessions and will be followed up in post placement English sessions. 9 week block placement – Monday 11 th January to Friday 18 th March ’16 Paired Placement – separate guidance available for students, mentors & tutors with examples of how the teaching percentages can be achieved. Interim Report wk 27 (week beginning 1 st February ‘16) – 40% whole class teaching & 10% team teaching/group work by Interim. Mainly focusing on Core Final Report wk 33 (week beginning 14 th March ‘16) – 60% mainly whole class teaching. Focusing on Core and two Foundation areas (or the EY equivalent) PDR Tutorial – following Interim Reports Please note that students will return to University for one day in the week following their Interim Report and half term. They will have a PDR meeting to revisit targets and re-write action plans on this day. Crewe – Wednesday 24 th February Manchester – Friday 26 th February

4. Dealing with absences appropriately – the University’s requirements of students If you know that you are going to be absent, negotiate this with the school and inform your MMU Tutor If you have an unexpected absence you must - Contact the school YOURSELF as early as possible -Keep the school informed on a daily basis -Ensure that you have left a copy of your plans for the week with the teacher -Contact the Placements Office and your MMU Tutor -See page 7 in the handbook which is available on the Partnership website, for contact details and a reminder of procedures. You will need a doctor’s note if you are absent for more than five consecutive school days. Absences that total 5 or more days will require time making up in school. You will need to apply for Exceptional Factors (click to follow the Exceptional Factors link to the guidance) if you have an absence that will impact on your placement being delayed in any way and at any stage, i.e. if you are not able to complete your placement at the scheduled time.

5. *Placement Requirements All documentation is electronic and available on the Partnership website – see link below. Available at www.mmu.ac.uk/education/partnerships/primary In addition to the BA2 SBT Placement Specific handbook, there are documents that are generic to all placements AND ones to support students and mentors with many aspects of this placement.

6. PE – Teaching Requirement Observe the teaching of PE – use the observation pro forma with prompts to support you with this. Plan at least one lesson for PE and teach this to the whole class or a group If your school employs a professional company to teach PE, negotiate some time to plan and prep with personnel and then teach your lesson. (This may be done in conjunction with the person from the professional company). If you have the opportunity to teach PE on more than one occasion, this would be excellent development for you.

7. SEN & Inclusion focus: Equivalent of five days AFTER the Interim Report either as a one week block or spread over two weeks. For students graded as RI or ARoF, the latter option is strongly recommended. The focus links very closely with the BA2 Teaching Studies unit. Sessions prior to placement will help to prepare the students for the five aspects. Sessions following placement and the final unit assessment will link directly to the students’ learning from the focus. Appendix 4 in the SBT handbook give clear guidance on the content for each day of the experience. The five days are set out as: – Focusing on a child – Working with the Class Teacher (these two days need to take place simultaneously) – Working with the SENCO – Working with Support Staff and – Working with Parents. If the students have the opportunity to visit a special school that the placement school has links with, then this would be a beneficial addition to this focus. It is not, however, an essential element. Activity: An opportunity to look at Appendix 4 and the suggested supporting documents.

8. Other links between University studies and SBT Core: “In preparation for your Year 2 placement critically consider the range of assessment strategies that you could use to inform your planning and teaching in at least one of the core subjects. Consider personal challenges, relating to assessment, that you may encounter on your next placement and discuss how you plan to overcome these including reference to dialogic or experiential teaching styles. Include an action plan demonstrating how you will respond to these challenges.” Part 2 will be supported by evidence from your SBT via your assessment target on your Action Plan and your weekly reflections, where you will evaluate the impact of the planning, teaching and assessment cycle on the children’s learning and your own professional development Submission: Monday 22 nd February Specialisms: Students will have a whole cohort lecture on their return to University day in the week beginning 22 nd February Make notes on how teachers deliver your specialism areas in an inclusive way.

9. Instructions to students to be completed in preparation for the beginning of the placement: 1. Ring the School and introduce yourself. 2. Write a letter of introduction to the Head Teacher and email it to the school. Also, make copies for the School/Professional Mentor, your Class Mentor and include a copy in your file for your MMU tutor. 3. Familiarise yourself with the context of the school: – Raise Online – School’s website – Ofsted 4. Set up your SBT files – use the checklist in the handbook to help you. 5. Have your draft SBT Action Plan ready to share with your Mentor.

10. The Block Placement Teaching requirements = Progressive See pages 12-13 of the BA2 SBT handbook as to how this will develop across the placement. 50% by the interim visit 60% by final report 10% = PPA time (preferably with your class mentor) 10% = file time 20% = professional development e.g. observing and working with groups where the teacher has prepared and planned the material completing school based tasks supporting in other age phases, shadowing other professionals preparing materials and displays etc addressing tasks in your Phonics Workbook observing other teachers in other classes/age groups – in particular where they are a leading teacher in a curriculum area that you need to develop in or where you have an SBT target related to.

11. Planning, Teaching & Assessment There is no longer a specific MMU planning pro forma but there is an example one that students can use if they wish to. Alternatively they can use the school’s format or create their own but they need to make sure that the format used includes all the key elements. Students are being actively encouraged to make much better use of the “Prior Knowledge” section of the lesson plan – carrying forward information on groups of children or key individuals from previous lessons. Plan for additional adults – in all taught sessions where they are supporting & use the Additional Adult Communication sheet and the Additional Adult Feedback sheet. Plan for differentiation at different stages of the lesson – be specific Identify assessment opportunities throughout the lesson, using a range of strategies and identifying which groups or individual children will be the focus. Plans need to contain sufficient detail that other people can interpret the intentions.

12. Students must complete a detailed evaluation of each lesson that they teach – commenting on the impact on the children’s learning, their own professional development AND the next steps. The Planning and Evaluation guidance on the Partnership website provides support to ensure that evaluations are reflecting on all the key aspects. Use Group Assessment Records Gather samples of children’s work – marked and annotated Develop and complete Whole Class Monitoring sheets in each of the Core and Foundation subjects that they are delivering Ensure consistent use of the Additional Adults Communication and Feedback sheets The students have been encouraged to write on/annotate their existing plans – this shows that they ARE working documents and will demonstrate exactly how assessments and evaluations are informing future planning and teaching! We like this! Teaching and Assessment

13. Use this guidance from the document on the Partnership website to support effective evaluations: Have all the children met their objectives? Where is your evidence to support this? If not, why not? – Was the planned learning experience linked effectively to the learning intentions? – Was it appropriately matched (ability/needs of the children/class organisation)? – Were your suggested strategies appropriate? – Was the pace appropriate? – Was your subject knowledge sufficient/secure to meet the needs of the children? – What was the impact of your teaching on the children’s learning? – What misconceptions were there and how did you address these? What were the strengths of your teaching/areas for development? Link these directly to your targets from RoLOs/PDR You should be able to use this information to feed into your Weekly Reflections. Next steps for children/subsequent sessions. This information should be carried over and included in your “Prior Knowledge and Understanding”. Include the initials or first names of individuals or groups of children who you will need to focus on in the next lesson and indicate on your lesson plan exactly where and how you will follow this up. Evaluating your lessons/sessions

14. Assessment target – post Interim actions As part of their Interim Report, students will be set a target that specifically relates to assessment. Within two weeks of their Interim report they will need to: Discuss with the Class Mentor how exactly they need to be addressing this target in order to impact on the children’s learning and progress; Observe the Class Mentor in a lesson early in the week, where they are modelling for the student how they should be acting on this target; After this observation, the student must discuss with the Class Mentor their understanding of what they saw the Class Mentor modelling and how this impacted on the children’s learning; The student then needs to apply what they have seen to their planning, teaching and assessment with immediate effect; Arrange for a RoLO in that week to focus on how the student has demonstrated the impact of this process on their development and what steps or actions you need to take subsequently to further enhance this.

15. All students need to plan and deliver phonics sessions, even if they are in KS2. The student can use their Professional Development time to observe phonics sessions and some of their teaching percentage to deliver sessions. Towards the end of the placement they will need to get the relevant page in their handbook signed by their mentor. This should also indicate the level of competence that the student has demonstrated when planning and delivering phonics sessions. By the end of Year 3 students need to demonstrate that they have interacted with the EAL Portfolio (electronic) and that they are well prepared to meet the needs of EAL learners. The portfolio provides students with a range of reading, activities and resources. Students need to check whether their placement school has any pupils who have EAL. They need to look for opportunities to work on the relevant tasks and activities. Professional Training & Development Handbooks and the EAL Portfolio

16. What is involved in your role? Key Issues and Targets for Year 2.. Putting everything in place - who is who..? what to do if..? where is..? Agreeing Timetable on a weekly basis Provide Schemes of Work/Medium Term Plans Lesson Observations - 1 per week, agreed, written feedback, focus on the Standards. (In addition to phonics and numeracy RoLOs) Progress Meeting - 1 per week, timetabled, protected – recorded on weekly mentor meeting record (appendix – handbook) Weekly Reviews - read Student’s files – engage with Report - Interim and Final - draft in advance of the University SBT Tutor’s visit Joint observation with MMU tutor - Interim only

17. How are students monitored and assessed? RoLOs Focused and regular – at least one a week in addition to the phonics and/or maths RoLO. In a paired placement, the mentor will use two different formats – the traditional format and the grid RoLO. They will complete the traditional format for student A in the first week of teaching and the grid format for student B. In the second week student A will receive the grid RoLO and student B will receive the traditional format. This pattern will continue for the duration of the placement. Phonics RoLO separate and specific. There are three of these in the Phonics PT&D Handbook. It will also be available from the Partnership website. Mathematics RoLO – separate and specific. In the mathematics PT&D Handbook Interim Report Overall assessment: Outstanding/Good Pass, Requires Improvement or At Risk and graded 1- 4. There is clear guidance in the SBT report as to how the overall grade will be deterimed. Final Report Overall assessment: Outstanding /GoodPass, Requires Improvement or Fail and graded 1-4

18. Alternative RoLO for Paired Placements Subject knowledge Addresses misconceptions or understanding of children’s learning. S3 Secure subject knowledge is evident. Student has secure understanding. S3 Selects appropriate pedagogy for teaching. S2 Children are engaged in learning and display enthusiasm. S1 Student displays good model of standard English both written and spoken. S3 Planning Identifies learning intentions in planning. Challenges all children. S1 S4 Takes into account children’s prior knowledge + understanding. S4 Plans are clearly differentiated. S5 Plans opportunities for children to take responsibility for their own learning. S2 Is independent in planning and contributes own ideas. S4 Develops and makes own resources. S4 Annotates planning on a regular basis. S6 Will readily change and adapt planning if required. S6 Plans display a clear learning objective. S4 Opportunities for assessment are included in planning. S6 Teaching Learning objective is shared with the children. Learning objective maybe displayed. S4 Student is aware of their impact on children’s learning. S2 Pace of the lesson is appropriate. S4 Session time is maximised. S4 Teaching is creative and engaging. S4 Range of teaching approaches are used. S2 S4 Obvious differentiation in teaching. S4 Student is aware of any barriers to children’s learning. S5 Teaching meets the needs of all children. S5 Takes into account children’s individual targets. S5 Effective use of questioning. S4 Allows children to think independently and problem solve. S1 S2 Refers back to the learning objective throughout lesson. S4 Explanations and instructions are clear and easy for children to follow. S7 Opportunities for collaborative learning are evident. I.e. talking partners. S2 S4 Assessment AFL opportunities evident and used to assess children’s learning. S2 Allows children to reflect on their own learning. S2 Monitors progress being made and is able to reflect on this. S6 Uses written and oral feedback to monitor pupils’ progress. S6 Uses school’s marking policy. S6 Classroom and behaviour management Gains respect of children. Displays positive and purposeful atmosphere. S7 Has established clear rules and routines for behaviour. Sets high expectations. S7 Uses a range of behaviour strategies. S7 Effectively manages children’s behaviour. S7 Can motivate and enthuse the children and has strong, positive relationships. S7

19. BA2 REPORT Interim Report Grades Final Report Grades Professional Responsibilities2 1 Subject/Curriculum and Pedagogical Knowledge & Understanding 3 Subject/Curriculum and Pedagogical Knowledge & Understanding 2 Planning3 2 Teaching3 2 Assessment and Monitoring3 2 Classroom Organisation and Behaviour Management 2 2 Part 2: Personal and Professional conduct 2 1 Recommended Outcome: Outstanding Pass (O), Good Pass (G), Pass Requires Improvement (RI), At Risk of Failure (ARoF) RI Recommended Outcome: Outstanding Pass (O), Good Pass (G), Pass Requires Improvement (RI), Fail (F) G Date Interim Report completed: 03/02/16 Date Final Report completed: 16/03/16 Please identify colour used to highlight standards achieved at Interim Please identify colour used to highlight standards achieved at Final Student: Year Group taught: School: Class Mentor: Professional Mentor: University Tutor: Number of days Absent:

20. Demonstrating progress from Interim to Final Report Standard Prompts4 (Not Meeting)3 (Requires Improvement)2 (Good Pass)1 (Outstanding Pass) S1a Establish a safe and stimulating environment for pupils, rooted in mutual respect Unable to establish a safe and stimulating environment to engage pupils’ interest in learning Insufficient mutual respect for pupils to accept and follow leadership and direction Requires the presence and/or intervention of other professionals to assist in establishing and maintaining a safe and settled learning environment Able to establish a safe and stimulating environment to engage and sustains most pupils’ interest and learning Sufficient (mutual) respect for most pupils to accept and follow leadership and direction Beginning to demonstrate the necessary understanding, presence and management skills to maintain a purposeful and safe learning environment Able to adopt and adapt a range of approaches to establish a safe and stimulating environment to engage and sustain pupils’ interest and learning Mutual respect allows for a range of approaches to learning and classroom organisation Increasingly utilizes an extended range of strategies to maintain a purposeful and safe learning environment Uses innovative and creative approaches to establish a safe and stimulating environment that sustains pupils’ interest in learning Highly respected which allows for a wide range of approaches to learning and classroom organisation Able to demonstrate innovative and creative strategies to set up and maintain a purposeful, safe learning environment S1c Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils Unable to demonstrate the positive attitudes, values and behaviour expected of pupils. Beginning to demonstrate the positive attitudes, values and behaviour expected of all pupils. Consistently demonstrates the positive attitudes, values and behaviour expected of all pupils and these show an impact on the conduct and behaviour of all pupils Always and effectively demonstrates the positive attitudes, values and behaviour expected of all pupils and these show a positive impact on the conduct and behaviour of all pupils S5b Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these Lacks understanding of the factors that inhibit pupils’ learning Limited understanding of the challenges and opportunities of teaching in a diverse society Generally respects and accommodates individual differences between pupils and has an understanding of how a narrow range of factors can inhibit pupils’ ability to learn Some understanding of the challenges and opportunities of teaching in a diverse society Respects and accommodates individual differences between pupils, has an understanding of a range of factors that can inhibit pupils’ ability to learn and can adapt teaching to help overcome these Developing a deeper understanding of the challenges and opportunities of teaching in a diverse society Consistently respects and accommodates individual differences between pupils and has a very good understanding of a range of factors that can inhibit pupils’ ability to learn Has a good understanding of the challenges and opportunities of teaching in a diverse society S7a Have clear rules and routines for behaviour in the classroom and take responsibility for promoting good and courteous behaviour in the classroom and around the school, in accordance with the school’s behaviour policy Rules and routines are not yet established or consistent with the school’s behaviour policy Limited awareness of and engagement with the responsibility for promoting good and courteous behaviour in the classroom and around the school Beginning to apply clear rules and routines for behaviour in the classroom applied in accordance with the school’s behaviour policy Beginning to take responsibility for promoting good and courteous behaviour in the classroom and around the school Has clear rules and routines for behaviour in the classroom applied in accordance with the school’s behaviour policy Consistently reinforces good and courteous behaviour in the classroom and around the school Pupils demonstrate a shared understanding of rules and routines for behaviour which are embedded and implemented consistently in accordance with the school’s behaviour policy Actively encourages pupils to behave well in the classroom and around the school and to display high levels of courtesy and cooperation

21. The student’s role in the assessment of their progress throughout the placement Review of this week’s progress: *Lesson evaluations *RoLOs *Informal discussions throughout the week *Weekly Mentor meetings *Regular review of the Grading Matrix Weekly Reflections: *Progress made against each SBT target/Key Issue * New learning opportunities *Targets from this week’s RoLO & discussions with the mentor Next steps for next week  Keep this in the forefront of your mind by adding them to planning documents where appropriate

22. If you have a concern about your student….. Early Intervention Grade 3 students At risk at Interim Problems after Interim

23. Thank you! For hosting the BA2 placement For supporting the professional development of our teachers of tomorrow For your commitment to mentoring the students so that they can achieve their full potential For attending today’s briefing – we hope that you’ve found it useful. Any questions? For those mentors who are supporting a paired placement, we will spend a few more minutes together looking at the implications of this arrangement.

24. Paired Placement Guidance This is available as a separate supporting document, which should have been emailed to you. It will also be available on the Partnership website and students have access to it through Moodle, our learning platform. It explains the different elements of the paired placement – Team teaching – Lead teacher – Group teacher – Peer observation – Professional Development time and PPA – The role of the University SBT tutor – The role of the Class mentor

25. Examples of how the teaching timetable might look MondayTuesdayWednesdayThursdayFriday Session 1 Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Team Teaching 2Team teachingStudent B Lead Teacher Student A – Group Teacher Student B Lead Teacher Student A – Group Teacher Student B Lead Teacher Student A – Group Teacher 3Student B Lead Teacher Student A Lead Teacher 4 Student B Lead Teacher Student A Lead Teacher MondayTuesdayWednesdayThursdayFriday Session 1Student B Lead Teacher Student A – Group Teacher Student B Lead Teacher Student A – Group Teacher Student B Lead Teacher Student A – Group Teacher Student B Lead Teacher Student A – Group Teacher Team Teaching 2Team teachingStudent A Lead Teacher Student B – Group Teacher Student A - Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher 3Student A Lead Teacher Student B Lead Teacher 4 Student A Lead Teacher Student B Lead Teacher Example of a timetable for 50% at Interim Example of a timetable for 60% at Final